Listed below are the references cited throughout this Web site.

Interprofessional Education for Geriatric Care (IEGC) Program

Health Canada (2003, April 15). Romanow Report Proposes Sweeping Changes to Medicare. Retrieved October 4, 2006, from

Health Canada. (2004). Interdisciplinary Education for Collaborative, Patient-Centred Practice Research Findings and Report. Retrieved September 8, 2005, from

About IPE

Barr, H. (2002). Commissioned document. Interprofessional Education Today, Tomorrow, and Yesterday.

BC Academic Health Council. (2004). Interprofessional Rural Program of BC Final Report. Retrieved September 12, 2005, from the University of British Columbia, BC Academic Health Council Web site:

Burbank, P. M., Owens, N. J., Stoukides, J., & Evans, E. B. (2002). Developing an interdisciplinary geriatric curriculum: The perils and payoffs of collaboration. Educational Gerontology 28, 451-472.

Clark, P. G., (2002). Evaluating an interdisciplinary ream training institute in geriatrics: Implications for teaching teamwork theory and practice. Educational Gerontology, 28, 511-528.

Clark, P. G., Leinhaas, M. M., & Filinson, R. (2002). Developing and evaluating an interdisciplinary clinical team training program: Lessons taught and lessons learned. Educational Gerontology, 28, 491-510.

Cole, K. D., Waite, M. S., & Nichols, L. O. (2003). Organizational structure, team process and future direction of interprofessional health care teams. Gerontology & Geriatrics Education 24(2), 35-49.

Dyer, C. B., Hyer, K., Feldt, K. S., Busby-Whitehead, J., Greenberg, S., et al. (2003). Frail older patient care by interdisciplinary teams: A primer for generalists. Gerontology & Geriatrics Education, 24(2), 51-62.

Flaherty, E., Hyer, K., Kane, R., Wilson, N., Whitelaw, N., & Fulmer, T. (2003) Using case studies to evaluate students’ ability to develop a geriatric interdisciplinary care plan. Gerontology & Geriatrics Education 24 (2), 63-74.

Fulmer, T., Hyer, K., Flaherty, E., Mezey, M., Whitelaw, N., Jacobs, M. O., et al. (2005). Geriatric Interdisciplinary Team Training Program Evaluation Results. Journal of Aging and Health, 17(4), 443-470.

Gilbert, J. H., Camp II, R. D., Cole, C. D., Bruce, C., Fielding, D. W., & Stanton, S. J. (2000). Preparing students for interprofessional teamwork in health care. Journal of Interprofessional Care, 14(3), 223-235.

Heinemann, G. D., Schmitt, M. H., Farrell, M. P., & Brallier, S. A. (1999). Development of an attitudes towards health care teams scale. Evaluation & the Health Professions, 22(1), 123-142.

Hyer, K., Fairchild, S., Abraham, I., Mezey, M., & Fulmer, T. (2000). Measuring attitudes related to interdisciplinary training: Revisiting the Heinemann, Schmitt and Farrell ‘attitudes toward health care teams’ scale. Journal of Interprofessional Care 14(3), 249-258.

Hyer, K., Skinner, J. H., Kane, R. L.., Howe, J. L., Whitelaw, N., Wilson, N., et al. (2003). Using scripted video to assess interdisciplinary team effectiveness training outcomes. Gerontology & Geriatrics 24(2), 75-91.

Mellor, M. J., Hyer, K., & Howe, J. L. (2002). The geriatric interdisciplinary team approach: challenges and opportunities in educating trainees together from a variety of disciplines. Educational Gerontology, 28, 867-880.

Oandasan, I., & Reeves, S. (2005). Key elements for interprofessional education part 1: The learner, the educator and the learning context. Journal of Interprofessional Care Suppl.1, 21-38.

Owens, N. J., Padula, C. A., & Hume, A. L. (2002). Developing and using interdisciplinary case studies in teaching geriatrics to practicing health care professionals. Educational Gerontology, 28, 473-489.

Tunstall-Pedoe, S., Rink, E., & Hilton, S. (2003). Student attitudes to undergraduate interprofessional education. Journal of Interprofessional Care 17(2), 161-172.

Watt-Watson, J., Hunter, J., Pennefather, P., Librach, L., Raman-Wilms, L., Schreiber, M. et al. (2004). An integrated undergraduate pain curriculum, based on IASP curricula, for six health science faculties. Pain 110, 140-148.

Production of this material has been made possible through a financial contribution from Health Canada.


The views expressed herein do not necessarily represent the views of Health Canada.